儿童合作策略水平发展的实验研究

本实验将合作策略分为四个水平,随机选取幼儿园中班、大班及小学一、二、三年级的被试300名,在鼓励合作的条件下,通过游戏的方式,研究儿童合作行为发展的趋势.实验结果表明随着儿童年龄的增长,合作行为越来越多,且合作水平越来越高,而竞争行为逐渐减少;性别因素对合作行为影响不大,但对竞争行为却有显著的影响.这可能与我国的家庭教育、学校教育有一定的关系.     

电击信号应激对大鼠体液免疫及内分泌功能的影响

研究了足电击及以电击装置为信号刺激所诱发的情绪应激对大鼠原发性体液免疫反应及内分泌的影响。 结果表明每天１０分钟,共６天的足电击对大鼠抗特异性抗原ＯＶＡ的原发性体液免疫反应无明显作用,而此电击作 用结合每天１０分钟,共８天的情绪应激则可显著降低大鼠体液免疫反应及脾脏指数。同时该应激可显著提高大鼠 血儿茶酚胶和皮质酮水平。该研究证明了情绪应激对大鼠体液免疫功能的调节作用,并对交感神经系统和下丘脑－ 垂体－肾上腺（ＨＰＡ）轴在其中所起的作用进行了初步探讨。     

无神论、宗教与道德

要讲清无神论与道德问题,首先要讲清宗教与 道德问题。我们就从宗教与道德讲起。 第一部分:实践部分 一、布什到清华大学演讲,鼓励学生们信宗 教,说信了宗教,道德就高尚。 二、宗教界有不少人说,信了教,道德就高 尚。不信教,无法无天,无恶不作。 三、宗教研究的学者,也有不少人说,信了教 道德就高尚。并且援引某些资料说,某某地区信教 的多,犯罪率就低。某某人信了教,改掉了过去的 毛病。     

关于先秦齐国是我国职业教育思想策源地的论证

本文在春秋时期齐国齐桓公和管仲的经济政治改革中相伴产生了“四民分业”的社会职业教育思想,这是据现有文献记载的中国最早的比较全面系统而深刻的社会职业教育思想,有很强的时代和自身的特色,对后世的职业教育产生了深远的影响。从中可以看出当时先进国家中,教育是如何为富国强兵的政策服务的。     

认识检验之旅——中国古代认识真理性检验标准思想探析

中国古代关于认识真理性检验标准的思想可以大致归纳为四种主要观点。先秦及汉代的唯物主义思想家已经有了把感觉经验和行为效果作为检验认识真理性标准的思想;古代唯心主义思想家则坚持无客观标准论,他们要么直接坚持主观标准论,要么认为根本无是非标准可言;宋、明、清时期的一些唯物主义哲学家提出并坚持以客观事物或事实作为检验认识真理性的标准;与此不同,王廷相、王夫之、颜元等人则提出“行”标准说,这种颇具光辉的哲学思想,使中国古代关于认识真理性检验标准思想的探讨大大前进了一步。     

论齐法家思想中国际法萌芽

春秋战国时期是第一个大变局时期。在政治格局上,亲缘政治开始瓦解而地缘政治开始兴起。诸侯国兴起,春秋的历史基本上都是围绕着“争霸”这个主题展开的:制度改革、学术争鸣以及兼并战争。齐法家在春秋时期通过一系列主张帮助齐国在争霸中强大起来。笔者认为,其主张中已经包含接近现代国际法的国际法理念。齐法家思想中的国际法要素主要体现在齐国主持的历次会盟的盟约,以及齐法家的代表人物的外交活动中所遵循的原则中,本文着重从这两个方面展开论述。     

论道家学派的音乐审美意识

道家学派理论面对忧患强调“天人合一”和解脱,因而具有浓郁的审美意识倾向。道家学派对“道”的体认也体现在对音乐本质的理解上。审美主体伴随着质态不尽相同的音乐过程,依次连缀形成“有声之乐”、“无怠之声”和“天乐”这三个层面的心理过程流时,这样的音乐才是老子所谓的“大音”,才是道家学派理想中的音乐。     

自我关注重评和情境关注重评情绪调节策略及对随后认知控制的影响

认知重评作为高度适应性的情绪调节策略, 是否消耗随后任务所需的认知资源仍存在争议。以往研究把重评作为单一策略研究, 并未区分重评亚型对这一问题进行探索。本研究采用情绪调节与认知控制结合的任务, 考察自我关注和情境关注两种重评亚型调节情绪的效果, 以及对随后认知控制的影响是否存在差异。结果发现两种重评策略都能有效调节情绪, 但调节效果存在差异。从行为角度看, 与中性刺激相比, 负性刺激会引发更高的负性情绪水平, 对随后冲突任务的认知控制能力更差。进一步从神经机制水平来看, 增加负性情绪可能会进一步消耗随后任务可用的认知资源, 与自我关注重评相比, 采用情境关注重评降低负性情绪后, 对随后冲突任务的认知控制能力更强。说明两种重评亚型并不同质, 不仅在调节情绪的效果上存在差异, 而且会引发不同的认知控制后果; 同时, 负性情绪水平越高, 认知控制能力可能会越差。     

Self-esteem Among Chinese Cohorts: Its Temporal Trend and Its Relationships with Socioecological Factors, 1993–2016

Self-esteem affects individuals in a variety of psychological processes substantially and extensively. While an increase in self-esteem over time was observed in the USA, different patterns of temporal change in self-esteem were observed in other societies. We analysed the responses (n = 305 229) collected between 1993 and 2016 from 609 articles to examine the patterns of temporal change in self-esteem in China and its relations with socioecological conditions. Additionally, we explored the patterns in different groups, including secondary school students (158 samples; n = 97 751), college students (427 samples; n = 153 474), and community participants (232 samples; n = 54 004). Some major findings were noted: (i) overall, the level of self-esteem increased over time. However, we also found a significant curvilinear trend in self-esteem with a decline followed by a recent increase; (ii) some evidence for the relationship between socioecological factors and self-esteem was obtained; and (iii) the patterns varied in different cohort groups. Specifically, secondary school students showed a different pattern, in which their self-esteem level did not show a significant linear trend and was not correlated with the examined socioecological factors. The implications on the theories for the relationship between personality characteristics and socioecological conditions were discussed.     

Relations between maternal power-assertive parenting and adjustment in Chinese children: A longitudinal study

This 1-year longitudinal study examined relations between maternal power-assertive parenting and children's social, academic and psychological adjustment in China. Participants were 316 elementary school children (mean age = 11 years, 153 boys). Maternal power-assertive parenting was assessed using children's self-reports. Data on children's social and school adjustment were obtained from peer evaluations and teacher ratings. In addition, children completed measures of loneliness and depression. Cross-lagged analyses indicated that whereas maternal power-assertive parenting was only related to later academic adjustment, children's adjustment in socioemotional and academic domains contributed to the prediction of later maternal power-assertive parenting. The results were discussed in the Chinese context.